This study examines the role of age of arrival (AoA) in immigrant students' perceived multilingual proficiency. Additionally, the study investigates the demographic, linguistic and social-psychological variables distinguishing young-arriving immigrants from their middle and older-arriving peers. The sample included 274 eleventh grade Russian (L1)…

This study explored how 60 trilingual immigrant youth interpret and make sense of their educational experiences in Israeli schools. Conceptualizing the language knowledge of multilingual individuals as one unitary system, the study is based on the assumption that a fuller understanding of students' educational experiences can be obtained by…

This explorative, qualitative study examines the use and effectiveness of resources of multilinguality, with particular regard to the development of causal links in geography classes. Contentual and linguistic strategies of multilingual pupils in creating causal links were collected and evaluated systematically. This was done by means of a…

The study addresses the degree of transfer of literacy dimensions of academic proficiency (AP), that is, reading comprehension and writing, across three languages--Russian (L1), Hebrew (L2), and English (L3)--and investigates whether a common conceptual source underlies the linguistic and cognitive operations of the trilingual learner (Grosjean,…

The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the…